**1. Introduction**

Early childhood education and care (ECEC) have been of global interest for years, according to Karila [1]. Kalicki and Koening [2] suggest that the post-PISA debates trigger it, and it is focused on European education policy. Researchers argue that there is growing pressure on educational outcomes, even for young children [3].

ECEC is a critical learning environment for children and is of great value for both short- and long-term development, including learning, health, and well-being [4]. Children spend much time in preschool and childcare, and interest in children's well-being has increased in political, social and educational contexts [5] and Moss [3] argue that there is pressure on educational outcomes, also for very young children. Previous studies have shown that well-being has many positive consequences, such as good health and effective learning [6, 7]. Mashford-Scott et al. [8] and Coverdale and Long [9] show that children experience quality of life and well-being as a means to healthy development. The researchers define well-being as a subjective, inner sense of "well-being".

The agency child construction has emerged from Scandinavian countries, especially Sweden [10]. Children are encouraged to learn how to control themselves and be aware of their learning and health [11], for example, how they feel in different activities and environments.

This chapter presents a collaboration model project where researchers from the university and staff from independent preschools meet in collaborative forms and work with jointly developed problem formulation and problem sets. Researchers and preschool staff started a project that touches on an area identified in the preschools and intends to benefit all parties involved. By working systematically with documentation in a way that is based on a scientific foundation, the project expects to contribute proven experience that is relevant for both the university and preschool.

The practical research project intends to contribute to practice, research, and education, challenging and enriching each other in an ongoing process where professional development can contribute to the field of knowledge.

In the long term, knowledge about this expects to balance the mental and physical health of the children and give them possibilities to learn more about their health. In a collaboration between preschool staff and researchers, this practical project wishes to establish an exchange of experience and knowledge between the participants, focusing on how pulse-raising activities and rest can contribute to preschool children's recovery in the preschool environment.

The project intends to contribute knowledge about how different activities can offer a balance between rest and more pulse-raising activities. The physical artefacts included in various activities consist of the material provided to the children through learning and play materials. Digital tools are also included as part of these artefacts alongside the learning environment—outside and inside—which contributes to children's learning and development. Agenda 2030 [12] highlights in goal 4, "Good education for all", that all education systems all over the world need to meet people's needs throughout their lives—from preschool, primary school and up in the school system, as well as equal opportunities for all individuals for lifelong learning that favours participation in work as well as in society. Children are in preschool for a period of their upbringing, and their development is influenced by what happens there. The preschool must ensure children's learning and teaching experiences promote health and well-being. The preschool is also responsible for identifying, preventing, and removing obstacles in children's learning and development activities. A recurring development area with health promotion work is that it must be linked more clearly to teaching [11]. Learning can develop when the children are engaged in their learning process about their well-being [13].

Aim:

*How can the theory of practice architecture be used to understand preschool staff and children's experiences of activities that provide well-being, and what promotes alternatives hinder the process?*
